Contributing to Educational Change as a Teacher-Researcher.  By Loraine Corrie. Published in the NZRECE Journal, Vol. 2, 1999.

Abstract

Recent world wide educational reform has resulted in teachers adapting to different  roles and responsibilities. This paper examines a case in Western Australia, and argues that it would be helpful for teachers to develop competencies that enable them to adopt a research perspective towards school-based decision making. The paper describes the process of one early childhood teacher who developed professional competencies through classroom-based action research that could enable her to contribute fully to the process of educational change. Teachers cannot be expected to develop research competencies without support, and the paper suggests that collaborative practice between university and teacher-researchers can facilitate the growth of learning for all participants.

Login with your member's username and password to keep reading

Here’s how our membership plans work

• Individual Membership plans can view both Individual member-only articles and our library of Research Journals.
• Early Childhood Service plans can view ALL member articles: Individual, Research Journals and Early Childhood Service articles - along with support and a range of other benefits as outlined on the Join Us page 
• Research Journal subscription plans can view our library of Research Journals and the articles in all past and current jounral issues.

Should you not hold a current membership –  you are welcome to apply now.